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BackgroundClinical leadership is key to quality improvement; however, there is limited research regarding doctors’ perceptions of clinical leadership.AimTo investigate senior trainees’ perception of self as medical leader and explore what influenced their perception.MethodsA questionnaire with open and closed questions was distributed before and after a medical leadership module. Twelve trainees were then interviewed.ResultsOne hundred and fifty-six questionnaires were completed (95.7 % response rate). A significant number of senior trainees did not consider themselves to be a leader; however, there was a statistically significant shift in their self-perception during the programme. Themes identified during the interviews included a lack of understanding of the leadership concept, a lack of clarity of the medical leader’s role and vehicles for perspective transformation.ConclusionsTo our knowledge, this is the first study to explore senior trainees’ perception of self as medical leader. Findings suggest, following a paradigm shift from clinician to clinical leader, senior trainees are a potential, valuable resource for quality improvement. To aid understanding of the leadership self-development process, a conceptual model is offered. The significance of the model is its focus on the individual’s leadership paradigm, as the starting point for self-exploration. This model could inform leadership development programmes.

Purpose To show the predictive factors that would indicate the possibility of inferior oblique inclusion when considering surgery on a previously operated lateral rectus muscle. We also aim to highlight the importance of freeing any inferior oblique attachment to the lateral rectus muscle during either a resection or a recession procedure. Methods A retrospective review was

This study aimed to explore the perspective of multidisciplinary staff on the process of becoming and working as a practice development unit (PDU). PDUs are reported as positive initiatives within health care. It is important to understand the process of becoming a PDU and the ongoing effects of the process to the staff working within the unit. This project engaged with multidisciplinary staff working on six PDU units throughout the north‐west of England. Data collection was in two phases: a self‐completion questionnaire distributed to all staff within the PDUs (n = 625, 28.2% response rate) followed by 17 semi‐structured telephone interviews. The majority of questionnaire respondents (n = 114, 64%) indicated that they would recommend PDU accreditation to other units. The main themes arising from the project focus on accreditation having a positive influence on multidisciplinary team working, evidence‐based practice and improving opportunities for professional development. Issues were raised during the interviews regarding the increased development of staff leading to high turnover, the high workload involved in leading the accreditation and the inequitable involvement of professions in the process. Copyright © 2009 John Wiley & Sons, Ltd.